Intellectual Disability Part 2: Assessing Intellectual Functioning and Adaptive Behavior
Hours: 2.75
Well-meaning professionals throughout the years have played varying roles in the use and misuse of IQ scores to either provide assistance to individuals or to pigeonhole them into learning paths for which they may be ill suited. The purpose of this course is to define “intelligence” and “adaptive behavior.” Furthermore, it seeks to detail the challenges of accurately assessing adaptive behavior and intellectual functioning, especially in measuring and interpreting IQ scores. This course is part two of three parts on this topic, all of which are based on the book Intellectual Disability: Definition, Classification, and Systems of Support from AAIDD. The ideal audience for this course includes psychologists, faculty, lawyers, physicians, service providers, special education teachers, and other disability professionals who seek information on defining, classifying, and diagnosing intellectual disability. This course contains interactive exercises and case examples that will help reinforce your learning of key concepts.
Well-meaning professionals throughout the years have played varying roles in the use and misuse of IQ scores to either provide assistance to individuals or to pigeonhole them into learning paths for which they may be ill suited. The purpose of this course is to define “intelligence” and “adaptive behavior.” Furthermore, it seeks to detail the challenges of accurately assessing adaptive behavior and intellectual functioning, especially in measuring and interpreting IQ scores. This course is part two of three parts on this topic, all of which are based on the book Intellectual Disability: Definition, Classification, and Systems of Support from AAIDD. The ideal audience for this course includes psychologists, faculty, lawyers, physicians, service providers, special education teachers, and other disability professionals who seek information on defining, classifying, and diagnosing intellectual disability. This course contains interactive exercises and case examples that will help reinforce your learning of key concepts.
National Alliance for Direct Support Professionals
This activity is approved for 2.75 contact hours.
Accreditation Council for Continuing Medical Education
In support of improving patient care, Relias LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Relias LLC designates this enduring activity for a maximum of 2.75 AMA PRA category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity.
Name the criterion for a “significant limitation in intellectual functioning.”
Describe at least three challenging issues that should be noted when trying to measure IQ.
Define the term “adaptive behavior.”
Outline:
Section 1: Introduction
About This Course
Learning Objectives
Section 2: Assessment of Intellectual Functioning and Adaptive Behavior
Meet Andre
Definition and Nature of Intelligence
Intelligence as a Single Trait
Multi-Trait Hierarchical Phenomenon
Multiple Intelligences
Exercise: Testing Yourself on the Frameworks Used to Define Intelligence
Summary
Section 3: Limitations, Issues, and Guidelines
Significant Limitations in the Operational Definition of Intellectual Functioning
Issues and Guidelines Regarding the Measurement of Intelligence and the Interpretation of IQ Scores
Measurement Error
Test Fairness
The Flynn Effect
Comparability of Scores from Different Tests
Practice Effect
The Utility of Scores at the Extreme Ends of a Distribution
Extreme Scores
Diagnosis of ID is Protected from Extreme Scores
Determining a Cutoff Score
Evaluating the Role that an IQ Score Plays in Making a Diagnosis
Assessor Credentials
Test Selection
Assisting Christina
Summary
Section 4: Additional Assessment of Intellectual Functioning and Adaptive Behavior
A Definition of Adaptive Behavior
A Brief History of Why Adaptive Behavior is Included in the Diagnosis of ID
Adaptive Behavior and Standardized Measures
What to Consider When Assessing Adaptive Behavior
Summary
Section 5: Standardized Measures and Focus on Typical Performance
Use Standardized Measures
Focus on Typical Performance
Use Knowledgeable Respondents
When Standardized Assessments Cannot Be Used
Guidelines for When Standardized Assessments Cannot Be Used
Use of Standard Error of Measurement in Score Interpretation
Adaptive Versus Problem Behavior
Selection of Adaptive Behavior Measures
Summary
Section 6: Technical Adequacy and Standards
Technical Adequacy
Technical Standards for Adaptive Behavior Assessment Instruments
Appropriateness of the Measure for the Individual
Multi-Method Approaches to Measurement
Use of Self-Ratings
Individual’s Physical Condition and Mental Health
Identifying Factors that Influence Adaptive Behavior Scores
Guidelines for Selecting an Adaptive Behavior Scale for the Purpose of Diagnosing ID
Summary
Section 7. Future Considerations
Future Considerations
Exercise: Selecting the Appropriate Standardized Measure of Adaptive Behavior
Adele’s Adaptive Behavior Scale
Summary
Section 8: Conclusion
Summary
Course Contributors
Resources
References
Staff Writer: Myra Lavenue, M.A.
Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.Expert Reviewer: American Association on Intellectual and Developmental Disabilities
The American Association on Intellectual and Developmental Disabilities (AAIDD) stands at the forefront of defining what constitutes intellectual disability. AAIDD promotes the vision that with appropriate supports, you can enhance a person with an intellectual disability’s ability to function in society of a person with intellectual disability. Disclosure: American Association on Intellectual and Developmental Disabilities has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
The target audience for this course is: Entry, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.
